PARADIGM SHIFT IN LEARNING AT MADRASAH DINIYAH: CHALLENGES FOR GEN Z TEACHERS FACING GEN ALPHA STUDENTS

Abstract

This study aims to analyze the role of generation Z teachers in developing creative learning strategies at Madrasah Diniyah Darul Ulum, Maospati District, Magetan Regency. The focus of the study is directed at how the dynamic character of generation Z teachers easily change their mood, but quickly build emotional closeness with students, influencing the pedagogical approach in the classroom. The method used is descriptive qualitative through observation, in-depth interviews, and documentation. The data is analyzed interactively with the process of reduction, presentation, and drawing of conclusions. The results of the study show that the flexible character of generation Z teachers encourages an adaptive, communicative, and humanist learning atmosphere. They are able to combine traditional methods with digital strategies such as visual media and educational games, so that learning is more interesting and contextual. However, challenges arise from emotional instability that sometimes affects the consistency of teaching. This study concludes that generation Z teachers play an important role in the transformation of religious learning that is creative and relevant to the development of the times. The implication is that Islamic educational institutions need to develop emotional strengthening and self-management programs for young teachers so that their pedagogical potential can be optimized in a sustainable manner.

Keywords: Generation Z Teachers, Alpha Generation Students, Madrasah Diniyah, Learning Strategies, Islamic Education Transformation.